Wednesday, 15 February 2017
High Value-Add Schools: Key Drivers of School Improvement, CESE
High Value Added Schools
The research paper identifies elements of focus for High Value Added Schools.
1. Effective Collaboration
2. Engaging and sharing in professional learning
3. Setting whole-school goal and strategies for change
4. Using explicit and effective teaching strategies
5. Creating an environment that promotes learning and high levels of student engagement
6. Setting high expectations for achievement
The research demonstrates the link nicely with some of the main influences of Visible Learning, which include:
1. High expectations
2. Explicit and timely feedback
3. Collective Teacher Efficiency
The focus of the review was to identify commonalities within the schools that have demonstrated significant growth within various areas of the school environment.
It is of interest to consider what is being done in schools to establish growth and to consider what is relevant to a school's context.
Utilising the HVA document enables schools to analyse and reflect on the overall performance of the school on an ongoing basis.
Mentors and Proteges: A Critical Review of the Literature
Mentors and Proteges: A Critical Review of the Literature, Merriam
Currently researching into the role a mentor has within the education setting and as a school leader.
Some key points I discovered from the article:
1. Effective mentors generally had themselves a critical mentor in their early stages of their careers
2. Mentoring within adult development requires a powerful interaction to exist between the two participants.
3. Mentor must be experienced, loving, be demonstrating quality practice and prioritise the shaping of the protégé/ mentee
4. Levinson suggests mentors and protégé need to have a common understanding about who they are as educators and the type of educator they want to be
5. Levinson suggests ideally there should be 8-15 year age gap between the two participants
6. Sheehy suggests the absence of a mentor has a huge impact
7. Sheehy suggests all those whom had gained recognition during their careers had a mentor at some point earlier on.
The underlying question for researchers appears to be not how mentoring leads to material success but how it relates to adult development and adult learning?
This leads me to consider the following questions which apply to any mentoring relationship regardless of occupation;
1. If the research demonstrates it is an important element for the mentor and protégé to share similar personality traits, should organisations then be allowing protégés to chose their own mentors? And what impact will this have on the quality of performance the protégé can achieve?
2. In education does an influential teacher play the same role as a mentor?
Interesting read, would love to hear your thoughts on the article.
Currently researching into the role a mentor has within the education setting and as a school leader.
Some key points I discovered from the article:
1. Effective mentors generally had themselves a critical mentor in their early stages of their careers
2. Mentoring within adult development requires a powerful interaction to exist between the two participants.
3. Mentor must be experienced, loving, be demonstrating quality practice and prioritise the shaping of the protégé/ mentee
4. Levinson suggests mentors and protégé need to have a common understanding about who they are as educators and the type of educator they want to be
5. Levinson suggests ideally there should be 8-15 year age gap between the two participants
6. Sheehy suggests the absence of a mentor has a huge impact
7. Sheehy suggests all those whom had gained recognition during their careers had a mentor at some point earlier on.
The underlying question for researchers appears to be not how mentoring leads to material success but how it relates to adult development and adult learning?
This leads me to consider the following questions which apply to any mentoring relationship regardless of occupation;
1. If the research demonstrates it is an important element for the mentor and protégé to share similar personality traits, should organisations then be allowing protégés to chose their own mentors? And what impact will this have on the quality of performance the protégé can achieve?
2. In education does an influential teacher play the same role as a mentor?
Interesting read, would love to hear your thoughts on the article.
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